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Accessibility & LanguageChildhood Speech, Language & Communication Needs (MSc)
MSc (Childhood Speech, Language & Communication Needs)
College of Medicine, Nursing & Health Sciences, School of Health Sciences- Title of Award
- Master of Arts
- Course Code
- MSC-SLCN
- Average Intake
- 20
- Delivery
- Blended Learning
- NFQ
- Level 9
- Award Type
- Major
- Next Intake
- September 2025
- Duration
- 1 year, full-time | 2 years, part-time
- ECTS Weighting
- 90
Why Choose This Course?
Course Information
What will I study?
The programme is comprised of five core modules (compulsory) plus a minor dissertation. The core modules are:
- Advanced Research Methods
- Narratives in Childhood
- Using Evidence in Practice
- Cultural, Linguistic, & Social Diversity in Health & Education
- Supporting children with SLCN
- Dissertation (thesis) (year long)
Assessment is by continuous assessment in each module.
Modules:
Supporting Children with SLCN
Learning outcomes
On completion of this module, students will be able to:
- Discuss the impact which speech, language and communication needs can have across a range of contexts including individual and societal levels (e.g., ICF, Bronfenbrenner).
- Discuss the relationship between language and literacy and numeracy in the classroom.
- Critically appraise the policy context in relation to law/equality, health, and education as it relates to speech, language and communication intervention e.g., Disability Rights perspective, inclusive policies, New Language Curriculum, Early Childhood Curriculum Framework.
- Discuss the methods which are used to screen for speech and language needs (e.g., those used by teachers, SLTs, and psychologists).
- Interpret the results of assessments in order to identify strengths and needs.
- Discuss specific evidence-based intervention strategies to support children with SLCN in the classroom, clinic and community.
- Critically appraise service delivery options e.g., pull-out, classroom-based intervention, clinic-based intervention, whole-school approach, models of multi-professional working.
Cultural, Linguistic, and Social Diversity in Health and Education
Learning outcomes
At the end of the module, students will be able to:
- Critically appraise a range of theories and cultural beliefs about bilingual language acquisition, childhood, child rearing, health/illness, and disability that will impact on practice.
- Discuss the impact of parental addiction, neglect, poverty on child speech and language development and well-being.
- Apply knowledge and understanding to assessment and intervention of culturally, linguistically, and socially diverse families.
- Critically reflect upon their own cultural competence.
- Problem solve working with interpreters.
Using Evidence in Practice
Learning Outcomes
On successful completion of this module students should be able to:
- Describe the evidence based practice resources available which are relevant for practice in the clinic, classroom and community.
- Demonstrate proficiency in turning questions into effective search strategies.
- Appraise quantitative and qualitative research literature.
- Analyse and synthesise information from multiple sources to draw valid inferences about the state of knowledge in a particular field.
Narratives in childhood
Learning Outcomes
On successful completion of the module you will be able to:
- Discuss stages of narrative development in childhood.
- Discuss the characteristics of narrative associated with a range of clinical populations.
- Compare and contrast a range of elicitation and analysis procedures.
- Critically appraise a range of elicitation and analysis procedures.
- Critically evaluate a range of elicitation and analysis procedures.
- Discuss the available evidence base for narrative-based language interventions.
- Discuss cultural diversity in narratives and their clinical significance.
- Discuss the role of narrative in identity construction in childhood.
Curriculum Information
Curriculum information relates to the current academic year (in most cases).Course and module offerings and details may be subject to change.
Glossary of Terms
- Credits
- You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
- Module
- An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
- Optional
- A module you may choose to study.
- Required
- A module that you must study if you choose this course (or subject).
- Semester
- Most courses have 2 semesters (aka terms) per year.
Year 1 (90 Credits)
RequiredSL5105: Minor Dissertation
SL5105: Minor Dissertation
15 months long | Credits: 30
This module will develop the student's capacity to undertake a supervised research project. The student will apply the knowledge about research design and methods gained on core modules. The module aims to enable the student's understanding of the processes and skills required to conduct a Masters level research project, with the support and guidance of supervisors.
(Language of instruction: English)
Learning Outcomes
- Design and manage a piece of original research.
- Conduct a critical review of research literature.
- Apply and obtain ethical approval as required.
- Select and justify an appropriate research design to address the specific research questions.
- Gather and analyse data and interpret the findings in light of research literature.
- Demonstrate capacity for original thought and logical argument as well as analytical and problem-solving skills and an ability to report conclusions clearly.
- Present the research findings in a readable well-structured format.
- Discuss the impact of the research findings.
Assessments
- Research (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Introduction to Research in the Health Sciences" by Polgar, S.
Publisher: Churchill Livingstone - "Introducing research methodology : a beginner's guide to doing a research project" by Lick, U.
Publisher: Sage Publications - "Doing Your Research Project A Guide For First-Time Researchers" by Bell, J.
Publisher: McGraw-Hill Education - "How to do your research project : a guide for students in education and applied social sciences" by Thomas, G.
Publisher: SAGE - "More on Canvas" by n/a
Note: Module offerings and details may be subject to change.
RequiredSL5104: Supporting Children with SLCN
SL5104: Supporting Children with SLCN
Semester 1 and Semester 2 | Credits: 15
This module will advance understanding of speech, language and communication needs. It will focus on ways in which communication disability can impact on accessing the curriculum and psychosocial functioning in the clinic, classroom and community. This module will also focus on evidence-based interventions to support children with SLCN.
(Language of instruction: English)
Learning Outcomes
- Discuss the impact which speech, language and communication needs can have across a range of contexts including individual and societal levels (e.g. ICF, Bronfenbrenner).
- Discuss the relationship between language, literacy and numeracy in the classroom.
- Critically appraise the policy context in relation to law/equality, health, and education as it relates to speech, language and communication intervention e.g., Disability Rights perspective, inclusive policies, New Language Curriculum, Early Childhood Curriculum Framework
- Discuss the methods which are used to screen for speech and language needs (e.g., those used by teachers, SLTs, and psychologists)
- Interpret the results of assessments in order to identify strengths and needs.
- Discuss specific evidence-based intervention strategies to support children with SLCN in the classroom, clinic and community.
- Critically appraise service delivery options e.g. pull-out, classroom-based intervention, clinic-based intervention, whole-school approach, models of multi-professional working.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Handbook of language and speech disorders" by Damico, J., Muller, N. & Ball, M.
Publisher: Wiley-Blackwell - "Language disorders across the lifespan" by Vinson, B.
Publisher: Delmar Cengage Learning - "Language disorders: a functional approach to assessment and intervention" by Owens, R.
Publisher: Pearson - "Language and reading disabilities" by Kamhi, A. & Catts, H.
Publisher: Pearson
Note: Module offerings and details may be subject to change.
RequiredSL5103: Cultural, Linguistic & Social Diversity in Health & Education
SL5103: Cultural, Linguistic & Social Diversity in Health & Education
Semester 1 | Credits: 15
The aim of the module is to advance understanding of social, cultural, and linguistic diversity in health and education contexts.
(Language of instruction: English)
Learning Outcomes
- Discuss a range of definitions of culture and diversity
- Discuss the concepts of cultural competence, cultural humility, cultural competemility
- Critically reflect upon their own cultural competence, cultural humility, cultural awareness in professional and personal contexts
- Discuss the language-culture connection
- Describe tools for cross-cultural information exchanges
- Discuss the impact of parental addiction, neglect, and poverty on child speech and language development and well-being
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
Reading List
- "Skilled dialogue: Strategies for responding to cultural diversity in early childhood" by Barrera, I. and Corso, R.
Publisher: Paul Brookes - "Language disorders in bilingual children and adults" by Kohnert, K.
Publisher: Plural Publishing - "Collaborating with interpreters and translators" by Langdon, H. and Cheng, L.
Publisher: Thinking Publications - "Working with interpreters and translators: A guide for speech-language pathologists and audiologists" by Langdon, H. and Saenz, T.
Publisher: Plural Publishing - "Multilingual perspectives on child language disorders" by Patterson, J. and Rodriguez, B. (Eds.)
Publisher: Multilingual Matters - "Multicultural students with special language needs" by Roseberry-McKibbin, C.
Publisher: ACA - "Increasing language skills of students from low-income backgrounds: Practical skills for professionals" by Roseberry-McKibbin, C.
Publisher: Thinking Publications
Note: Module offerings and details may be subject to change.
RequiredSL5101: Narratives in Childhood
SL5101: Narratives in Childhood
Semester 2 | Credits: 10
(Language of instruction: English)
Learning Outcomes
- Discuss a range of definitions and types of narrative
- Describe the importance of narratives in childhood
- Critically appraise a range of narrative elicitation and analysis procedures
- Discuss cultural diversity in narratives in childhood
- Describe principles of narrative intervention
- Discuss the role of narrative in identity construction in childhood
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module SL5101: "Narratives in Childhood" and is valid from 2024 onwards.Note: Module offerings and details may be subject to change.
RequiredSL5102: Using evidence to inform practice
SL5102: Using evidence to inform practice
Semester 1 and Semester 2 | Credits: 10
The aim of the module is to introduce speech and language therapists to the principles of evidence-based practice (EBP) and to facilitate the participants to develop skills in relation to using evidence to inform their clinical practice. Many speech and language therapists have clinical questions which are unanswered e.g., which types of intervention work best for which children? Does group therapy result in similar outcomes as individual sessions? Are there differences in outcomes when the therapy is delivered by a speech and language therapist or other agents e.g., parents, teachers? How much therapy is needed to bring about positive outcomes? How do we measure the outcomes of intervention? Which dosage of intervention brings about the best outcomes for children with speech, language, and communication needs? This module will equip students with the skills to design a clinical question, locate and critique the external evidence, and come to decisions which will inform practice. It will also facilitate students to learn about internal evidence which they have gained in clinical practice, as well as ways in which preferences of parents of parents and children themselves may inform practice.
(Language of instruction: English)
Learning Outcomes
- Describe the evidence based practice resources available which are relevant for speech and language therapy practice.
- Demonstrate proficiency in turning clinical questions into effective search strategies.
- Critically appraise quantitative and qualitative research literature.
- Analyse and synthesise information from multiple sources to draw valid inferences about the state of knowledge in a particular field
- Analyse ways in which they can use evidence in practice.
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
The above information outlines module SL5102: "Using evidence to inform practice" and is valid from 2016 onwards.Note: Module offerings and details may be subject to change.
RequiredNU502: Advanced Research Methods
NU502: Advanced Research Methods
Semester 1 | Credits: 10
. This module is designed to enable students to explore the methodological and practical issues of research. It will help students determine the appropriate research design for research questions in their practice and provides an opportunity for students to debate, challenge and clarify research issues. This module will also help students understand the systematic review process and types of reviews, Finally, the module prepares students to develop a research protocol.
(Language of instruction: English)
Learning Outcomes
- Demonstrate an understanding of what is meant by ‘evidence-based practice’
- Discuss theoretical perspectives on research methodology
- Formulate an answerable clinical question using the PICO approach
- Develop a database search strategy
- Explain the key characteristics, strengths and weaknesses of the main qualitative and quantitative research methodologies
- Articulate a research problem and formulate a research question or hypothesis as appropriate to guide the conduct of a study
- Justify the use of appropriate data collection, sampling, and data analysis methods for qualitative and quantitative research
- Discuss rigour in the context of quantitative and qualitative research
- Discuss evidence synthesis of quantitative and qualitative research
- Create a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis
Assessments
- Continuous Assessment (100%)
Teachers & Administrators
Click a name to search for their researcher profile. Note: Only teachers publish research profiles.
- MAURA DOWLING 🖂
- BERNARD MCCARTHY 🖂
- BRONA MOONEY 🖂
- MARI MORAN 🖂
- CLAIRE O'TUATHAIL 🖂
- SIOBHÁIN SMYTH 🖂
- AMANDA WALSH 🖂
- DECLAN DEVANE 🖂
- FIONNUALA JORDAN 🖂
- STEPHEN KENNETH BRADLEY 🖂
- Peter Carr 🖂
- Katherine Pigott 🖂
Note: Module offerings and details may be subject to change.
This MSc has been designed to facilitate your learning in developing the knowledge, skills, and attitudes for supporting children with developmental speech, language, and communication needs in clinic, classroom, and service contexts. There is currently no programme in Ireland with this specific interdisciplinary focus on the needs of children with speech, language and communication needs.
The course activities and skills training enable you to apply new knowledge and skills directly in the clinic, classroom, and community.
The blended delivery of online and face to face classes allows for flexible learning.
(Note: it does not lead to a professional qualification in speech and language therapy)
With our interprofessional MSc, you are gaining specialist knowledge of working with children with SLCN. You can then apply this knowledge in your specific professional context and future career.
This MSc can open doors to roles such as:
- Speech and Language Therapy Assistant
- SLCN Support Specialist
- Policy or Advocacy Roles
- Research Assistant / PhD Progression
We use innovative and creative teaching, learning, and assessment methods to facilitate students to link theory with practice.
The course involves 100% continuous assessment.
These include assignments, journal entries, contributions to discussion boards, and a monograph submission for the Minor Dissertation.
All elements of assessment must be passed.
The curriculum is designed to foster critical thinking, enabling students to apply theoretical principles to practice.
The teaching team are internationally recognized researchers and academics and implement research-led teaching and excellence in teaching and learning.
Programme Director(s):
Dr. Clare Carroll
T: +353 91 495 470
E: c.carroll@universityofgalway.ie
Dr. Mary-Pat O'Malley-Keighran
T: +353 91 495 470
E: marypat.omalley@universityofgalway.ie
Q: Does this course lead to a qualification in Speech and Language Therapy?
A: No, this course is not a pre-registration masters course. It is a taught masters course.
Q: What does blended learning mean?
A: There are weekly classes and weekly E-tivities to be completed online via the learning management system CANVAS. This means that you can complete activities in your own time.
Our classes are delivered weekly on campus (approximately two afternoons per week) and can be accessed remotely via a live video link. These classes are also recorded to enhance accessibility.
Accreditations & Awards
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The mix of professions in the class cohort provided great opportunities for discovering other perspectives & learning from each other. The learning from the course has given me a new found confidence in supporting all children and families in my Montessori School.
Tara O’Donovan
Montessori School Owner and Manager
The flexible, blended learning style allowed me to apply what I was learning to clinical practice. The topics covered throughout the course equipped me with the skills necessary for working with children and families within Ireland’s ever-growing culturally diverse population.
Bríd McAndrew
Speech and Language Therapist
The MSc afforded me the opportunity to extend my knowledge in a wide range of areas and to increase my research capabilities and skills. The experience I gained through completing a research project allowed me allowed me to apply for funding to pursue a PhD. I was attracted to this Masters due to its small class size, the interactive practical based format of assignments and the opportunity to work and study with individuals from across the globe. I would highly recommending anyone to apply.
Saoirse Lally
Speech and Language Therapist
Meet our Employers
Entry Requirements and Fees
Minimum Entry Requirements
Primary degree with at least Second Class Honours or equivalent qualification.
Academic entry requirements standardised per country are available here.
English Language Entry Requirements
For applicants whose first language is not English, an English language proficiency of IELTS score of 6.5 is required (with no less than 6.5 in Writing and no less than 6.0 in any other band) or equivalent.
More information on English language test equivalency are available here.
Supporting Documents
You will be required to provide supporting documentation as part of your application. You can check here what supporting documents are required for this course.
You can apply online to the University of Galway application portal here.
Please review the entry requirements set out in the section above.
You will be required to upload supporting documentation to your application electronically. See the section above on entry requirements for further information on the supporting documentation required for this course.
Closing Dates
For this programme, 15th August 2025 is the closing date for receipt of applications.
Notes
- You will need an active email account to use the website and you'll be guided through the system, step by step, until you complete the online form.
- Browse the FAQ's section for further guidance.
Fees for Academic Year 2025/2026
| Course Type | Year | EU Tuition | Student Contribution | Non-EU Tuition | Levy | Total Fee | Total EU Fee | Total Non-EU Fee |
|---|---|---|---|---|---|---|---|---|
| Masters Full Time | 1 | €8,250 | €17,500 | €140 | €8,390 | €17,640 | ||
| Masters Part Time | 1 | €4,250 | €105 | €4,355 |
For 25/26 entrants, where the course duration is greater than 1 year, there is an inflationary increase approved of 3.4% per annum for continuing years fees.
Postgraduate students in receipt of a SUSI grant – please note an F4 grant is where SUSI will pay €4,000 towards your tuition (2025/26). You will be liable for the remainder of the total fee. A P1 grant is where SUSI will pay tuition up to a maximum of €6,270. SUSI will not cover the student levy of €140.
Note to non-EU students: learn about the 24-month Stayback Visa here.
Postgraduate Excellence Scholarships
This scholarship is valued at €1,500 for EU students applying for full-time taught master's postgraduate courses. You will be eligible if:
- You have been accepted to a full-time taught master's course at University of Galway,
- You have attained a first class honours (or equivalent) in a Level 8 primary degree.
An application for the scholarship scheme is required (separate to the application for a place on the programme). The application portal for 2025 is now open and available here. Applications will close on the 30th September 2025. Full details available here.
Global Scholarships
University of Galway offers a range of merit-based scholarships to students from a number of countries outside of the EU. Visit here for schemes currently available.
Application Process
Students applying for full time postgraduate programmes from outside of the European Union (EU), You can apply online to the University of Galway application portal here.
Our application portal opens on the 1st October each year for entry the following September.
Further Information
Please visit the postgraduate admissions webpage for further information on closing dates, documentation requirements, application fees and the application process.
We encourage you read the following:
Glossary from Irish Assocation Speech and Language Therapists (IASLT) Position Paper on Developmental Language Disorder which you can access here:
Dr. Clare Carroll in conversation with Carmel Ferris about developmental language disorder:
https://universityofgalway.instructuremedia.com/embed/1d1c286f-0018-4207-889b-f17864ee8356
Supporting Talk Time - Classroom Strategies:ies
https://ncse.ie/wp-content/uploads/2022/11/Supporting-Talk-Time-Classroom-Strategies.pdf
Why University of Galway?
World renowned research led university nestled in the vibrant heart of Galway city on Ireland's scenic West Coast.
Contact the School of Health Sciences
Áras Moyola, Upper Newcastle, Galway
Downloads
Meet Our Alumni
Course Introduction
Understanding children with SLCN
The MSc in Childhood Speech, Language, and Communication Needs provides a critical and conceptually sophisticated understanding of children with SLCN and their lives. Our flexible blended learning approach combines face-to-face workshops (e.g., two days per module) and online learning to support you as a busy practitioner with many competing demands on your time.
SLCN Brochure
